Higher and lower-order cognitive skills : The case of chemistry

 
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1997 (EN)
Higher and lower-order cognitive skills : The case of chemistry (EN)

Zoller, U. (EN)

Πανεπιστήμιο Ιωαννίνων. Σχολή Θετικών Επιστημών. Τμήμα Χημείας (EL)
Zoller, U. (EN)

A major driving force in the current effort to reform science education is the conviction that it is vital for our students to develop their higher-order cognitive skills capacity in order to function effectively in our modem, complex science and technology-based society. In line with this rationale, this study focuses on the use of examinations for studying student performance in chemistry examination on items that require higher-order cognitive skills (HOCS) or lower-order cognitive skills (LOCS). This usage of examinations is explored and demonstrated via "�post-factum"� data analysis of two case studies: the General Examination (in chemistry) and the Panhellenic Chemistry Competition administered natinally in Greece for secondary-school graduates in 1991. The main findings were: (a) students performed considerably lower on questions requiring HOCS than on those requiring LOCS; (b) performance on questions requiring HOCS may not correlate with that on questions requiring LOCS for which affective factors, LOCS-orientation in teaching and the extent of prior examination preparation may be responsible; and (c) examinations that contain intems of both types can be effectively used to identify HOCS- and LOCS- students within various contexts of chemistry teaching. Based on the above and previous related studies, the fostering of students' HOCS by appropriate teaching and assessment trategies is advocated. (EN)

Πανεπιστήμιο Ιωαννίνων (EL)
University of Ioannina (EN)

Research in Science Education (EN)

English

1997


Kluwer Academic Publishers (EN)



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